Technology Education Graduate Education: Factors Influencing Participation.

Overview & Synopsis

A modified Delphi technique was used to identify the factors that positively influence technology education teachers' decision to enroll in graduate education programs and the barriers to their enrollment in advanced degree programs. Two pairs of Delphi panels were established. The doctoral panels consisted of 15 recent doctoral graduates and 30 practicing technology education teachers with master's degrees. The master's degree panels consisted of 19 technology education teachers with master's degrees and 18 technology education teachers with no advanced degree. The three panels whose members had advanced degrees all rated their personal goal and desire as the top influence for pursuing a graduate degree, whereas the technology education teachers who did not hold master's degrees rated their personal goal and desire significantly lower. The university's geographical location, program quality and reputation, and faculty quality and reputation were all rated as positive influences by three panels. All four panels considered time commitment a substantial barrier to enrollment in a graduate-level program. Universities providing graduate technology education programs focusing on teacher education were advised to promote the quality of the university, the program, and its faculty and to capitalize on technology education teachers' personal goals and desires to recruit qualified individuals into graduate education programs. (Contains 10 references.) (MN)